Special Education, MA or M Ed (Visual Impairment)

Prereq: SPED *846, *847, and *849 Advanced skills in Nemeth (mathematics code) and/or Literary code. Basic activities in braille formatting, foreign language, music and identification of braille technology devices and resources.

Lec 3. Prereq: SPED *881 for the Severely/Multihandicapped endorsement program or SPED *862 for Preschool Handicapped endorsement program; and permission. Majors in severe disabilities must parallel with SPED 896P (1 cr). SPED *882 requires observations in schools and applied assignments. Selection, design, and implementation of best practice instruction for students with severe disabilities, multiple disabilities, or deaf-blindness.

Prereq: SPED *846 or permission Structure and function of the visual system, conditions that effect visual ability, and the functional and environmental implications of low vision. Strategies for enhancing visual ability in children with visual impairments and children who have additional disabilities.

Prereq: SPED *846, *847, *849, *851, and *852 Theory and applied practice in basic orientation and mobility techniques for use with students with visual impairments. Practical methods for work in concept development, orientation skills, travel skills and techniques, personal safety and independent travel. Needs of specific populations such as people with low vision and individuals with additional disabilities. Vision simulators and occluders. An introduction to the history and development of the profession.

Methods and materials for educating children who are totally blind or have low vision, including students with multiple impairments. Practical skills in selecting, designing, and/or modifying materials for content area subjects: mathematics, science, social studies, creative arts, foreign language and other subjects.

Basic skills in literary Braille transcription and codes. Acquire competence in reading and writing Braille and using the Perkins braillewriter and slate/stylus.

Brief overview of education of the hearing impaired including history of, professional roles in, and educational programming within this field. Overview of social/psychological theories as related to the hearing impaired. Patterns of social/emotional development, psychological characteristics, issues of the family stress and social adaptation and discussion of counseling techniques.

Prereq: Professional experience or completion of one practicum and/or field experience with young children (birth to age 5) or other individuals ages 5 to 21 years who have disabilities. Functions and interactions of both family and education systems. Impact of having a child with a disability on the normal and stressed family system. Promote family-professional partnerships in assessment and intervention for the child and/or student with an IFSP/IEP. Communication skills are reviewed and practiced for effective teaming among educators and for interviewing, consulting, collaborating and coaching with family members and other community team members.

Prereq: SPED 846 and 847, or equivalents This course provides theory and practical experience in the selection and use of technology for persons with visual impairments. Key knowledge and skills covered include: technology assessments, data collection, equipment features, sources of equipment, funding sources, write technology instructional plans, and demonstrate skills to use equipment. Course sessions include lecture and practice of adapted equipment. (distance and on-site )

Prereq: Permission Laboratory and teaching experience in visual impairments.

Prereq: Admission to visually impaired program; hold or concurrently earn subject/field endorsement Current educational programs and services for children with visual impairments, as well as children with multiple disabilities. History of educational services, developmental characteristics, psycho-social aspects, history of legislation, and grade I Braille.